Relevant bibliographies by topics / Coach-athlete relationships

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Coach-athlete relationships'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Coach-athlete relationships.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Coach-athlete relationships"

1

Choi, Hunhyuk, Yunduk Jeong, and Suk-Kyu Kim. "The Relationship between Coaching Behavior and Athlete Burnout: Mediating Effects of Communication and the Coach–Athlete Relationship." International Journal of Environmental Research and Public Health 17, no. 22 (November 20, 2020): 8618. http://dx.doi.org/10.3390/ijerph17228618.

Full text
Abstract:
The purpose of this study was to investigate the relationships between perceived coaching behavior (autonomy-supportive and controlling), communication, coach–athlete relationship, and athlete burnout. The study participants comprised 347 Korean active collegiate athletes from 10 sports. The results of the final model indicated that autonomy-supportive coaching was positively related to communication, whereas controlling coaching was negatively related to communication. Communication was positively related to coach–athlete relationship and was negatively related to athlete burnout. Autonomy-supportive coaching was significantly related to both the coach–athlete relationship (positively) and athlete burnout (negatively), whereas controlling coaching was only related to athlete burnout (positively). Coach–athlete relationship was negatively related to athlete burnout. Significant indirect effects were observed. The bootstrapping results indicated that the relationship between autonomy-supportive and athlete burnout was mediated by team communication and the coach–athlete relationship. The study findings enhance our current understanding of the relationships between perceived coaching behavior and athlete burnout and shed light on the important roles of team communication and the coach–athlete relationship in the relationship.
APA, Harvard, Vancouver, ISO, and other styles
2

Li, Juan, Hongyan Gao, and Jianbo Hu. "Satisfaction and the coach–athlete relationship: The mediating role of trust." Social Behavior and Personality: an international journal 49, no. 2 (February 4, 2021): 1–11. http://dx.doi.org/10.2224/sbp.9807.

Full text
Abstract:
We examined the link between player satisfaction and the coach–athlete relationship within the organizational environment of a youth football team, and the mediating effect of players' trust in the coach. Participants were 223 young footballers aged between 13 and 19 years, who completed an anonymous self-report survey to assess satisfaction, the coach–athlete relationship, and trust. The results show that players' satisfaction had a significant predictive effect on the coach–athlete relationship, and that players' trust in their coach played a mediating role in this relationship. The results provide researchers with a new perspective for studying the relationships between trust in coaches, athlete satisfaction, and coach–athlete relationships in sports organizations.
APA, Harvard, Vancouver, ISO, and other styles
3

Horne, Tammy, and Albert V. Carron. "Compatibility in Coach-Athlete Relationships." Journal of Sport Psychology 7, no. 2 (June 1985): 137–49. http://dx.doi.org/10.1123/jsp.7.2.137.

Full text
Abstract:
Three major issues were examined in the present study: (a) the variables discriminating between compatible and incompatible coach-athlete dyads; (b) the relationship between coach-athlete compatibility and athlete performance; and (c) the relationship between compatibility and athlete satisfaction. Subjects were 77 coach-athlete dyads from female intercollegiate teams. Compatibility was assessed using a sport-adapted version of Schutz's (1966) Fundamental Interpersonal Relations Orientation (FIRO-B) scale and Chelladurai and Saleh's (1980) Leadership Scale for Sports (LSS). Self-ratings of the quality of the coach-athlete relationship, athlete performance, and satisfaction with the coach's leadership were obtained. There were two variables that significantly discriminated between compatible and incompatible dyads. The sole variable predicting athletes' performance perceptions was the score reflecting discrepancy between athlete perceptions and preferences on the LSS reward dimension. Variables predicting athlete satisfaction were discrepancy between athlete perceptions and preferences on the LSS dimensions of training, reward, and social support. Recommendations for future research in this area are discussed.
APA, Harvard, Vancouver, ISO, and other styles
4

Ferrar, Phil, Lillian Hosea, Miles Henson, Nadine Dubina, Guy Krueger, Jamie Staff, and Wade Gilbert. "Building High Performing Coach-Athlete Relationships: The USOC’s National Team Coach Leadership Education Program (NTCLEP)." International Sport Coaching Journal 5, no. 1 (January 1, 2018): 60–70. http://dx.doi.org/10.1123/iscj.2017-0102.

Full text
Abstract:
The purpose of the present article is to share the design and impact of a coach-athlete relationship coach education seminar. The seminar is part of the United States Olympic Committee’s (USOC) National Team Coach Leadership Education Program (NTCLEP). Development and delivery of the seminar is facilitated by The People Academy (www.people.academy). Impact results from participation in this seminar are drawn from coaches and athletes from USA Archery and USA Cycling. The article is organized into three sections. In the first section an overview of the coach-athlete relationship building component of the USOC’s high performance coach education program is provided. Two case summaries are then presented on the impact of the program on coach-athlete relationships and athlete performance. The third and final section is used to offer suggestions for future coach education initiatives and coaching strategies aimed at enhancing coach-athlete relationships.
APA, Harvard, Vancouver, ISO, and other styles
5

Cho, Sun-Lyoung, and Woo-Yeul Baek. "Coach–autonomy support and youth sport team efficacy mediated by coach–athlete relationship." Social Behavior and Personality: an international journal 48, no. 2 (February 5, 2020): 1–9. http://dx.doi.org/10.2224/sbp.8362.

Full text
Abstract:
In most previous research on the relationships between coach–autonomy support, the coach–athlete relationship, and team efficacy in team sports, the focus has been on adult players, limiting the generalizability of the findings to other age groups. Thus, we investigated the mediating role of the coach–athlete relationship in the link between coach–autonomy support and team efficacy in a youth team sports context. Participants were 254 Korean youth athletes. Results showed that coach–autonomy support served as a crucial antecedent of the coach–athlete relationship and team efficacy. Further, the coach–athlete relationship had a significant effect on team efficacy. We also confirmed a partial mediating effect of the coach–athlete relationship in the link between coach–autonomy support and team efficacy in a youth team sports context. Our findings provide insight into the psychological sources of team efficacy in youth team sports.
APA, Harvard, Vancouver, ISO, and other styles
6

Fasting, Kari, Trond S. Sand, and Mari K. Sisjord. "Coach–athlete sexual relationships: Coaches’ opinions." International Journal of Sports Science & Coaching 13, no. 4 (January 12, 2018): 463–70. http://dx.doi.org/10.1177/1747954117753807.

Full text
Abstract:
The focus of this article is the opinions and attitudes towards coach–athlete sexual relationships presented through the voices of female (n = 24) and male (n = 12) elite-level coaches in Norway. The results are based on in-depth interviews and the data were developed around the following question: “There are examples of athletes that fall in love with their coach and about sexual relationships between a coach and an athlete—what are your reflections around such coach–athlete relationships?” The coaches found such relationships very problematic and unacceptable. When it occurs, openness, i.e. to talk about it, is important. But the rule of thumb was that the coach–athlete relationship had to come to an end. In their elite-coaching role, these coaches believed it is important to have strict rules and clear boundaries. Furthermore, they should be aware of the power that they have and not exploit it. The results are discussed with respect to the professionalization of the coaching role, and the importance of including ethics in the education of coaches.
APA, Harvard, Vancouver, ISO, and other styles
7

Gencer, Eylem. "The Relationship between Self-Esteem, Satisfaction with Life and Coach-Athlete Relationship." Journal of Educational Issues 6, no. 2 (January 4, 2021): 493. http://dx.doi.org/10.5296/jei.v6i2.18028.

Full text
Abstract:
The purpose of the study was to examine the relationships between the self-esteem, satisfaction with life and coach-athlete relationship, and to examine these structures according to gender, international/national status, educational status, and sport experience in an elite sport context. 206 elite judoists participated in the study. Data collected by adapted and validated forms of Rosenberg Self-Esteem Scale (RSES), Satisfaction with Life Scale (SWLS), and Coach-Athlete Relationship Questionnaire (CART-Q). Positive significant relationships were found between the constructs of RSES, SWLS, and CART-Q. Besides, female judoists’ self-esteem scores were higher than their male counterparts. National judoists were closer to their coaches than international judoists in terms of coach-athlete relationship, and high-school judoists were closer and more committed towards their coaches than university judoists regarding educational status. In conclusion, positive relationships established between athletes and coaches may promote self-esteem and satisfaction with life of the athletes, and high self-esteem and satisfaction with life may enhance coach-athlete relationships.
APA, Harvard, Vancouver, ISO, and other styles
8

Lafrenière, Marc-André K., Sophia Jowett, Robert J. Vallerand, Eric G. Donahue, and Ross Lorimer. "Passion in Sport: On the Quality of the Coach–Athlete Relationship." Journal of Sport and Exercise Psychology 30, no. 5 (October 2008): 541–60. http://dx.doi.org/10.1123/jsep.30.5.541.

Full text
Abstract:
Vallerand et al. (2003) developed a dualistic model of passion, wherein two types of passion are proposed: harmonious (HP) and obsessive (OP) passion that predict adaptive and less adaptive interpersonal outcomes, respectively. In the present research, we were interested in understanding the role of passion in the quality of coach–athlete relationships. Results of Study 1, conducted with athletes (N = 157), revealed that HP positively predicts a high-quality coach–athlete relationship, whereas OP was largely unrelated to such relationships. Study 2 was conducted with coaches (N = 106) and showed that only HP positively predicted the quality of the coach–athlete relationship. Furthermore, these effects were fully mediated by positive emotions. Finally, the quality of the coach–athlete relationship positively predicted coaches’ subjective well-being. Future research directions are discussed in light of the dualistic model of passion.
APA, Harvard, Vancouver, ISO, and other styles
9

Wachsmuth, Svenja, Sophia Jowett, and Chris G. Harwood. "Managing conflict in coach—athlete relationships." Sport, Exercise, and Performance Psychology 7, no. 4 (November 2018): 371–91. http://dx.doi.org/10.1037/spy0000129.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Zuleger, Brian, and Rick McGuire. "Case Studies of Olympic Medalist Coach–Athlete Relationships: A Retrospective Analysis Prior to and During the Olympics." Case Studies in Sport and Exercise Psychology 5, S1 (July 1, 2021): S1–36—S1–43. http://dx.doi.org/10.1123/cssep.2021-0019.

Full text
Abstract:
The Olympics is a unique and challenging performance setting that tests the strength of the coach–athlete relationship. The purpose of this study was to investigate the coach–athlete relationship prior to and during the Olympics with Olympic-medal-winning athletes and their coaches. Qualitative research methods were implemented where three Olympic medalist coach–athlete dyads participated in semistructured interviews. Data collection included three separate interviews (athlete, coach, and coach–athlete) for each dyad. Cross-case analysis identified three lower order themes related to creating an athlete-centered environment: (a) empowering effective decision making, (b) open and honest communication, and (c) mental cue-based instruction and feedback. In addition, three lower order themes related to developing a caring supportive relationship emerged: (a) developed trust, (b) commitment, and (c) gratitude. Results indicated that coaches and athletes perceived that their success at the Olympics Games was influenced by the strength of the coach–athlete relationship that was developed over multiple years prior to the Olympics.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Coach-athlete relationships"

1

McCormick, Harvey Charles Jr. "Strength coach-athlete relationships and self-efficacy." Thesis, Boston University, 2002. https://hdl.handle.net/2144/32804.

Full text
Abstract:
Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This research examined relational closeness between strength coaches and athletes at the Division One level. Closeness in these associations was examined in regard to coach and athlete gender, ethnicity, and age, and athlete self-efficacy in the strength and conditioning domain. Social cognitive and self-efficacy theories (Bandura, 1977,1986, 1997) served as the theoretical underpinnings for the research, though several additional theories informed the study of relationships (Homans,1974; Rusbult,1980a,b; Thibaut & Kelley, 1959; Wright, 1984). Closeness was defined by Kelley's (1983) definition of relational interdependence. This states that closeness between two people may be assessed by the frequency, diversity, strength, and duration of their interactions. Participants were 497 Division One Collegiate Athletes from 19 colleges and universities in the United States. Participants assessed a member of the strength and conditioning staff at their school or college on a version of the Relationship Closeness Inventory (RCI)(Berscheid, Snyder, & Omoto,1989b). This tests the frequency, diversity, and strength of a dyadic relationship as defined by Kelley (1983). Athletes also took the Strength and Conditioning Self-Efficacy Scale (SCSES), which assessed level of ability efficacy in the strength and conditioning domain. While male and female athletes equally described strength and conditioning coaches as either supervisors or friends, male athletes (n = 295) scored significantly higher than female athletes (n = 202) on all modified RCI sub-scales, demonstrating greater behavioral closeness to strength and conditioning coaches. Coach ethnicity, age, and athlete ethnicity were not significant factors, though coach gender did significantly influence athlete self-efficacy. In addition to the frequency and diversity RCI sub-scales, athlete age and duration of the relationship all correlated positively and significantly with the self-efficacy measure. Results suggest that male athletes are more likely to engage in close associations with strength and conditioning coaches than females and that these close relationships both contribute to enhanced athlete self-efficacy and may serve a social support function.
2031-01-01
APA, Harvard, Vancouver, ISO, and other styles
2

Jowett, Sophia. "The psychology of interpersonal relationships in sport : the coach-athlete relationship." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Yang, Xin. "Understanding the coach-athlete relationship from a cross-cultural perspective." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/9088.

Full text
Abstract:
This thesis is comprised of four studies. The first study aimed to examine the measurement invariance of the Coach-Athlete Relationship Questionnaire (11-item, athlete version CART-Q) employing a total of 1,363 athletes from Belgium (n =200), Britain (n =382), China (n =200), Greece (n =115), Spain (n =120), Sweden (n =169), and the United States of America (n =177). Multi-group mean and covariance structure (MACS) analyses supported the factorial validity of the CART-Q in a three-first order factor model across the seven countries. An examination of the latent mean differences of the CART-Q revealed that there are some variations in terms of the intensity athletes perceive in the quality of the relationship with their coach across the different countries. Overall, these results supply additional evidence of the psychometric properties of the CART-Q and highlight that it is a sound instrument that can be applied cross-culturally. The second study attempted to identify the cultural nuances that exist in Chinese coach-athlete relationships from an derived-emic perspective. Eight-hundred Chinese coaches and athletes completed the long and short versions of the CART-Qs. Results supported the reliability across the CART-Q versions examined, while confirmatory factor analyses only supported the factorial validity of the three-first order factor model of the 11-item CART-Q. The findings indicated that the corresponding aspect of complementarity may not best capture the Chinese coach-athlete behavioural interactions. Thus, it suggested that future research should consider conceptualising and measuring the coach-athlete reciprocal interactions in terms of coaches dominant behaviours and athletes submissive behaviours within Chinese sports context. The third study examined the nomological validity of the 11-item CART-Qs with 350 Chinese coach-athlete dyads. Big-Five personality traits and relationship satisfaction were employed as the criterion variables of coach-athlete relationships. Results revealed: (a) actor effects of personality traits, namely, conscientiousness, extroversion, and neuroticism, on both coaches and athletes perceptions of relationship quality and (b) partner effects of only athletes personality, namely, conscientiousness, extroversion, and neuroticism, on their coaches perceptions of relationship quality. The findings suggested that each relationship member s personality trait contributed independently to relationship quality, because no interaction effects of the coach s and the athlete s personality traits on relationship quality were found. In addition, the findings also supported both actor and partner effects of the coach s and the athlete s perceptions of relationship quality on their satisfaction with training. Based upon the relevant theory and findings generated from the previous three studies, the fourth and final study aimed to fill the gap in the relevant literatures by expanding the construct of complementarity to include coach-athlete reciprocal behaviours, namely the coach s dominant and the athlete s submissive behaviours. Study 4 included 4 phases reflecting the process undertaken to develop and validate the Dominant-Submissive Behaviours Scales. Phase 1 generated a pool of items based on the relevant literatures and feedback from the coaches and athletes; these items were then assessed by three panel groups including academic experts, coaches and athletes. In phase 2 and phase 3, confirmatory factor analysis was used to examine the construct validity, nomological validity, and internal reliability of the developed scales. As a result, the 10-item coach s dominant behaviour scale and the 10-item athlete s submissive behaviour scale were derived. Phase 4 employed athletes from five different countries to assess the cross-cultural validity of the submissive scale, and results supported the full structural invariance of the athlete s submissive behaviour scale across the five countries. Overall, results confirmed the dominant-submissive scale is a valid measure for assessing another dimension of complementarity in coach-athlete relationships. Collectively, this thesis has expanded the current knowledge of coach-athlete relationships to a broader social-cultural context by recruiting coaches and athletes from eight different countries across two continents. It is therefore plausible to conclude that the conceptualisation of the 3+1Cs model and the CART-Q seem to be universal across diverse cultures at a generic level. However, future research needs to continue discovering the universals as well as the variations of human behaviours in the content and the quality of coach-athlete relationships. Key Words: Chinese, dominant, submissive, coach-athlete, relationships, cross-cultural, CART-Q
APA, Harvard, Vancouver, ISO, and other styles
4

Steege, Eric E. "The role of emotional intelligence on coach-athlete relationships and motivational climate." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10237.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Wildman, Jonathan C. "The athlete leader role : interaction of gender, sport type, and coaching style /." Access full text online:, 2006. http://digital.library.unt.edu/permalink/meta-dc-5486:1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Haleem, Hussain, and n/a. "Running in pain : an autoethnography of power, coercion and injury in coach-athlete relationship." University of Otago. School of Physical Education, 2006. http://adt.otago.ac.nz./public/adt-NZDU20060901.135917.

Full text
Abstract:
This autoethnographic study investigates the emotional and social dimensions of a coaching relationship from the athlete�s perspective. Autoethnography is an approach that draws on highly personalised biographical accounts in which authors tell stories about their lived experiences (Ellis & Bochner, 2000; Richardson, 2000) in order to place the "self within a social context" (Reed-Danahay, 1997, p. 9). Consequently, through the analysis of my memories and ethnographic notes, I analyse my experiences as an Olympic marathon runner and, in particular, the challenges I faced with my coach. In the process of investigating the emotional and social dimensions of the coaching process (which I have divided into three phases), I focus specifically on the creation of (1) my 'athletic identity', (2) the power relationship that developed between my coach and myself and, (3) my early retirement from running. In order to make sense of my experiences, I draw upon theories of identity (e.g. Bradley, 1996), Foucauldian concepts on 'power' (e.g. Foucault, 1980), and the literature addressing 'premature retirement' (e.g. Sparkes 1996; 2000). Finally, a conclusion summarises the main points made in addition to outlining their implications for further coaching research and practice.
APA, Harvard, Vancouver, ISO, and other styles
7

Blom, Lindsey C. "Understanding the coach-athlete dyad the impact of educational interventions on perceptions and psychosocial variables /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3981.

Full text
Abstract:
Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains vii, 111 p. : ill. (some col.). Includes abstract. Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
8

Rocchi, Meredith. "Contexts, Motivation, and Coaching Behaviours – A Self-Determination Theory Perspective on Coach-Athlete Relationships." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35129.

Full text
Abstract:
Based in Self-Determination Theory (SDT), the overall objective of this thesis was to explore how the coaching context, coach psychological needs, and coach motivation influenced coaches’ interpersonal behaviours when they interacted with their athletes, and how these interpersonal behaviours impacted athletes’ psychological needs and motivation in sport. This objective was achieved through a series of 10 studies, looking at different samples of coaches and athletes, divided into four manuscripts. First, there was a need to create a measure that captured both perceptions of others’, as well as self-reports of the six interpersonal behaviours according to SDT (autonomy-support, competence-support, relatedness-support, autonomy-thwarting, competence-thwarting, and relatedness-thwarting). As such, in Manuscript #1, the Interpersonal Behaviours Questionnaire (IBQ) was created and validated as a general measure of perceptions of other people’s interpersonal behaviours (Study 1 N = 534 students; Study 2 N = 351 students) and as a self-report of interpersonal behaviours used in general (Study 3 N = 607 students). In Manuscript #2, the validity of the measure was extended to include the sport context by testing the scale with coaches and athletes. Specifically, Study 1 (N = 239 athletes) validated the measure with a sample of athletes reporting on their coaches’ behaviours, and Study 2 (N = 240 coaches) looked at coaches’ reports of their own behaviours in their interactions with their athletes. Overall, the results of these five studies provided support for the factor structure and validity of the IBQ as a measure of perceived and self-reported interpersonal behaviours in both the general context, as well as sport. Next, Manuscript #3 explored the antecedents of coaches’ reported interpersonal behaviours. Specifically, Study 1 (N = 56 coaches) looked at the coaching context in order to identify the factors that had the largest impact on coaches’ experiences. In Study 2 (N = 310 coaches), the relationship between coaches’ psychological needs, motivation for coaching, and interpersonal behaviours was explored to confirm the sequence occurred as would be expected according to SDT. Finally, in Study 3 (N = 225 coaches), the influence of the contextual factors on coaches’ psychological needs, motivation, and interpersonal behaviours was examined. Overall, the results supported that coaches in a supportive context experienced increased need satisfaction, higher autonomous motivation for coaching, and were more likely to engage in supportive interpersonal behaviours with their athletes; while coaches in a thwarting context experienced increased need frustration, higher controlled motivation, and were more likely to engage in thwarting interpersonal behaviours. Finally, Manuscript #4 explored the outcomes of coaches’ interpersonal behaviours. First, Study 1 (N = 180 athletes) looked at athletes’ perceptions of their coaches’ behaviours and how their perceptions impacted psychological needs and motivation in sport. Lastly, Study 2 (N = 278 athletes; N = 53 coaches) explored whether coaches’ self-reports of their interpersonal behaviours were in line with their athletes’ same perceptions of these behaviours, and explored the factors that were related to whether coaches and athletes were in agreement. These last two studies found that supportive interpersonal behaviours promoted need satisfaction and autonomous motivation for athletes; while thwarting interpersonal behaviours promoted need frustration and controlled motivation for athletes. Overall, this thesis helped extend the existing research in motivational psychology and helped address some important limitations.
APA, Harvard, Vancouver, ISO, and other styles
9

Maitland, Alison. "Organisational culture and coach-athlete relationships : an ethnographic study of an elite rowing club." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7192.

Full text
Abstract:
This thesis explores how coach-athlete relationships are influenced within the organisational culture of a rowing club. Relational Cultural Theory and the work of Weber are used to examine how the concept of organisational culture informs understanding of coach and athlete relating. The study, covering a complete competitive season, involved an eleven month long ethnography of an elite rowing club in Great Britain. The findings demonstrate the visceral, enculturated and complex nature of coach-athlete relationships in elite sport. Relational disconnection occurred in the disenchanted organisational life, where intrinsic values were subordinated to a rational quest for efficiency, control and ultimately success, as well as traditional social ordering based on status and gender. Relationships were characterised by power over relating, distance and impersonal relations, caretaking rather than caring about, fragile trust by the athlete and trust through surveillance by the coach, where emotion was concealed and conflict avoided. However, enacting shared identities, the emotion involved in competing and the fact this was a voluntary organisation with competing values, provided an escape from simulacra of elite sport to allow for multi-value paradigm of interests. The opportunity for coaches and athletes to connect with each other based on their values and with emotion exposed their humanity and revealed the potential for relational mutuality and authenticity. The study challenges the valorised coaching and elite sport relationships and lifestyle. Implications for coaching include providing individuals with confidence to raise the issue of relationship, providing coaches and athletes with knowledge of connection and disconnection in relationship and the outcome on well-being. The need to develop a systemised approach to embedding growth-fostering relationships in the culture of high performance sport is highlighted.
APA, Harvard, Vancouver, ISO, and other styles
10

Portenga, Steve. "Critical conditions of a positive team environment /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144451.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Coach-athlete relationships"

1

The power of positive coaching. Boston: Jones and Bartlett Publishers, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

J, Fewing Peter R., ed. Coaching principles for the development of championship teams: On and beyond the pitch. Champaign, Ill: Common Ground Pub., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Robert, Cross Neville, and Lyle John, eds. The coaching process: Principles and practice for sport. Oxford: Butterworth-Heinemann, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Pim, Ralph L. Perfect Phrases for Coaches. New York: McGraw-Hill, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Haworth, Rob. What great coaches do differently: Eleven elements of effective coaching. Larchmont, NY: Eye on Education, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Perfect phrases for sports coaches: Hundreds of ready-to-use winning phrases for any sport--on and off the field. New York: McGraw-Hill, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

L, Jones Robyn, ed. The sports coach as educator: Reconceptualising sports coaching. Abingdon, Oxon: Routledge, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tomlinson, Paul. Power and ethics in coaching. Gloucester, Ont: Coaching Association of Canada, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sportscheck: A step by step guide for sports organisations to safeguard children. [London]: NSPCC, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Joanne, Chapman, Jolly Sue, and Sports Coach UK, eds. Positive behaviour management in sport. Leeds: Coachwise, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Coach-athlete relationships"

1

Jowett, Sophia, and Katelynn Slade. "Coach-Athlete Relationships." In Athletic Development, 89–106. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003153450-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Johansson, Susanne. "Athlete welfare in coach–athlete romantic relationships." In Routledge Handbook of Athlete Welfare, 324–35. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge international handbooks: Routledge, 2020. http://dx.doi.org/10.4324/9780429201745-35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Yang, Sophie X., and Sophia Jowett. "Understanding and enhancing coach–athlete relationships through the 3 + 1Cs model." In The Psychology of Sports Coaching, 54–67. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315689210-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Coumbe-Lilley, John E. "Coach–athlete relationship." In Complex Cases in Sport Psychology, 10–19. Milton Park, Abingdon, Oxon : New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315178882-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Carlsson, Andreas. "Coach–Athlete Relationship." In Becoming a Better Sports Coach, 209–44. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003195153-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Coumbe-Lilley, John E. "Coach–athlete relationship conflict." In Complex Cases in Sport Psychology, 49–57. Milton Park, Abingdon, Oxon : New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315178882-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nicholls, Adam R. "The Coach-Athlete Relationship." In Psychology in Sports Coaching, 119–28. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003201441-19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Querfurth-Böhnlein, Sydney, Linda Schücker, and Bernd Strauss. "Trust Within the Coach–Athlete Relationship Through Digital Communication." In Trust and Communication, 273–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72945-5_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Collins, Dave, and Áine MacNamara. "How the Coach–Athlete Relationship can Fly or Founder." In Talent Development, 153–66. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003088943-15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Mohd Kassim, Ahmad Fikri, Wan Faizal Iskandar Wan Abdullah, Siti Jameelah Md Japilus, and Asmahan Shahirah Azanuar Yusri. "Coach-Athlete Relationship and Coaching Effectiveness in Team Sports Athletes." In Enhancing Health and Sports Performance by Design, 451–62. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3270-2_46.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Coach-athlete relationships"

1

Галухин, Рудольф Михайлович. "FEATURES OF INTERPERSONAL RELATIONSHIPS BETWEEN A COACH AND AN ATHLETE." In Психология. Спорт. Здравоохранение: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Декабрь 2020). Crossref, 2021. http://dx.doi.org/10.37539/psm294.2020.35.53.004.

Full text
Abstract:
Показана роль компетентной готовности тренера к работе со спортсменами, построение взаимоотношений между ними и оценка спортсменами профессиональной деятельности тренера. The role of the competent readiness of the coach for working with athletes, building a relationship between them and the evaluation of athletes of professional activity of the coach.
APA, Harvard, Vancouver, ISO, and other styles
2

Margarit, Elenamadalina, Florentina Tonita, and Nicolae Angelescu. "EMPLOYING SOCIAL MEDIA IN WORKING WITH ATHLETES: A CASE STUDY DISCUSSING ETHICAL IMPLICATIONS FOR APPLIED SPORT PSYCHOLOGY CONSULTANTS." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-187.

Full text
Abstract:
This paper aims to discuss the use of social media platforms, namely Facebook and WhatsApp, as tools in supporting sport psychology interventions. The sharing of applied practice offers an opportunity to reflect both on the effectiveness of such tools and the consequent ethical implications. In terms of impact, social media could prove itself useful in fostering better communication at the cost of blurred boundaries and privacy issues. The scenarios presented focus on supporting communication within coach-athlete dyads and team environments as part of larger pre-season and competitive season interventions. The first author discusses her experience working with a university netball club within the British Universities & Colleges Sport League. Facebook was used to aid communication especially in the area of feedback, reflection and access to information from sport psychology sessions. The other scenario focuses on the work conducted with the Romanian National Handball junior female team by the second author. WhatsApp was used to enhance team cohesion and to facilitate intra-group communication. Furthermore, an example from tennis illustrates a different perspective on WhatsApp and its impact on the coach-athlete dyad. By taking into consideration the athletes', coaches' and consultant's perspective we hope to provide an alternative view on client-consultant relationships in this age and day, specifically in the sports industry. In offering this account of applied practice, we aim to emphasize the importance of ethics in informing decision-making when applied sport psychology consultants choose their tools. Finally, the paper highlights the advantages and disadvantages of using social media platforms when supporting athletes.
APA, Harvard, Vancouver, ISO, and other styles
3

Frea, Craig. "The Moderating Role of the Coach/Athlete Relationship in Athlete Burnout Among Former High School Athletes." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588018.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Napolitano, Salvatore, and Daniela Tursi. "THE ANALYSIS OF INDIVIDUAL TACTICS IN THE WOMEN'S WATER POLO." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-250.

Full text
Abstract:
Introduction In water polo lacks a codified methodology for tactics training, which is thus only left to coach's discretion. Aim: The aim of this study is to create a methodology that is to fill such vacancy. Aim of the work is to verify the efficacy of different attack patterns, in order to create a codified methodology for teaching water polo through tactics. The data, collected via video-analysis, were analyzed trough which returned basic descriptive statistics and the correlation coefficient of each pattern with events outcomes. Method: The research approach is integrated and consists of 3 distinct methods: case study (9 matches of the Italian Serie A1 Women's Championship, for the analysis of matches, action research method for coach contribution, and theoretical-argumentative method to deduce a theoretical framework in which define the data processing. The data, collected via Dartfish TeamPro, for each athlete were established 4 patterns, we have provided quantitative data, we also have processed data from the analysis (qualitative) of the video. Results: An evaluation table was constructed by combining, for each single event, the Boolean evaluation of the coach on the compliance of patterns with the event final outcome. Then were processed, Confrontations of pattern design with Dartfish screenshot of pattern implemented during game; Basic descriptive statistics. Linear regression scatter plot for single patterns; The survey of data is entrusted to performance analysis, carried out with the help of a water polo coach, a statistician and a performance analyst. The assessment of compliance for the tactical patterns is entrusted to the coach, on the basis of the video analysis-aided confrontation, of 4 patterns previously identified for each athlete in the relative phases of the game against pattern effectively implemented during match. A total of 186 frames were analyzed, about 20 frames every athlete Discussion and Conclusion: The results showed a general efficacy of tactical patterns, but showed significant differences within correlation coefficients of single patterns. A more consistent data base is needed, in order to establish direct, evident and general relationship between so calculated coefficient and pattern efficacy, and the research team is conscious of internal validity of this kind of qualitative analysis, which can't extend, without adjustments, to other teams. Although, analysis results represents a tool for the coach, in order to better train team in next season, which were an aim of action research, and showed a general trend on tactical pattern efficacy, which will be deeply investigated in future works.
APA, Harvard, Vancouver, ISO, and other styles
5

Kobelkova, I. V., M. M. Korosteleva, and M. S. Kobelkova. "АДАПТАЦИОННЫЙ ПОТЕНЦИАЛ КАК КОМПОНЕНТ ПСИХО-ЭМОЦИОНАЛЬНОГО БЛАГОПОЛУЧИЯ ЮНЫХ СПОРТСМЕНОВ." In ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.23.81.001.

Full text
Abstract:
The psycho-emotional well-being of an athlete is one of the important components of his/her adaptive potential. Particularly relevant is the development of measures to ensure psychological safety in children's sports; children are characterized by the lability of the nervous system, increased physiological needs due to high specific energy consumption and growth processes, which makes them extremely susceptible to psychological discomfort. Athletes exposed to chronic stress report feelings of anxiety and depression, low self-esteem, which leads to reduced adaptive capacity, social isolation and reduced performance. Highly qualified medical and biological support should play an integral role in the prevention of depression in sports. There are certain difficulties with the etiology, diagnosis and treatment of this condition, therefore, to improve professional performance, regular examination with the involvement of a psychologist is necessary. To maintain optimal performance and emotional stability, microorganisms with a psychobiotic orientation are used. The term "psychobiotics" refers to live bacteria that directly or indirectly have a positive effect on neuronal function by colonizing the intestinal flora. Increasing the number of beneficial bacteria in the gut has been shown to reduce inflammation and cortisol levels, reduce symptoms of depression and anxiety, and improve memory. There are relationships between psychobiotics, cognitive and behavioral processes that include neurological, metabolic, hormonal and immunological signaling pathways; the modified impact on which leads to an increase in the effectiveness of training and competitive activities. It is necessary to improve the educational level of the coaching staff, create conditions for the formation of trusting partnerships with the coach, parents, team members to ensure the harmonious physical and psycho-emotional well-being of young athletes. Of particular interest is the further study of the possible influence of microorganisms on the psycho-emotional state, volitional sphere and motivation of athletes. Адаптационный потенциал спортсмена является одним из важнейших компонентов его психо-эмоционального благополучия. Особенно актуальной представляется разработка мероприятий по обеспечению психологической безопасности в детском спорте. Дети отличаются лабильностью нервной системы, повышенными физиологическими потребностями вследствие высоких удельных энерготрат, в том числе процессов роста и развития, что делает их крайне восприимчивыми к психологическому дискомфорту. Спортсмены, подвергающиеся хроническому стрессу, сообщают о чувстве тревоги и депрессии, низкой самооценке, что приводит к снижению адаптационного потенциала, социальной изоляции и снижению профессиональной результативности. Высококвалифицированное медико-биологическое сопровождение должно играть неотъемлемую роль в профилактике депрессивных состояний юных спортсменов. Существуют определенные трудности с этиологическими факторами, критериями, диагностики и лечением этого состояния, поэтому для повышения профессиональной результативности необходим более частый, чем углубленное медицинское обследование, регулярный мониторинг с привлечением психолога. Для поддержания оптимальной работоспособности и эмоциональной стабильности в рацион питания спортсменов вводят микроорганизмы с психобиотической направленностью. Под термином «психобиотики» понимают живые бактерии, которые колонизируя кишечную флору, прямо или косвенно оказывают положительное влияние на функции нейронов. Доказано, что увеличение количества полезных бактерий в кишечнике снижает степень выраженности воспаления и уровень кортизола, уменьшает симптомы депрессии и тревожности, улучшить память. Между психобиотическими микроорганизмами, когнитивными и поведенческими процессами существует взаимосвязь, которая реализуется через неврологические, метаболические, гормональные и иммунологические сигнальные пути; модифицированное воздействие на которые приводит к повышению эффективности тренировочной и соревновательной деятельности. Необходимо повышать образовательный уровень тренерского состава, создавать условия для формирования доверительных партнерских отношений с тренером, родителями, членами команды для обеспечения гармоничного физического и психо-эмоционального благополучия юных спортсменов. Особый интерес вызывает дальнейшее изучение возможного влияния микроорганизмов на волевую сферу и мотивацию спортсменов.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Coach-athlete relationships' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography